Area of Learning: ARTS EDUCATION

DRAFT

DRAFT

DRAFT

DRAFT

Area of Learning: CORE FRENCHGrade 5

BIG IDEAS

Listening and viewing with intent helps us begin to understand French.

Both verbal and non-verbal cues contribute meaning in language.

With simple French, we can describe ourselves and our interests.

Reciprocal communication in French is possible using high-frequency vocabulary and sentence structures.

Stories help us to acquire language.

Each culture has traditions and ways of celebrating.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Comprehend key information in slow, clear speech and other simple texts

Comprehend simple stories

Interpret non-verbal cues to increase comprehension

Use various strategies to support communication

Seek clarification of meaning

Recognize the relationships between intonation and meaning

Respond to simple commands and instructions

Participate, with support, in simple interactions involving everyday situations

Express themselves and comprehend others through various modes of presentation

Personal and social awareness

Identify Francophone communities across Canada

Demonstrate awareness of connections between First Peoples communities and the French language

Identify a Francophone cultural festival or celebration in Canada

Students are expected to know the following:

French alphabet

French phonemes

gender and number

common, high-frequency vocabulary and sentence structures for communicating meaning:

common questions

greetings and introductions

basic information about themselves and others

likes, dislikes, preferences, and interests

simple descriptions

common elements of cultural festivals and celebrations

communities where French is spoken across Canada

a Francophone cultural festival or celebration in Canada

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 5

non-verbal cues: for example, gestures, facial expressions, pictures, props

Reciprocal: involving back-and-forth participation

Stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

CORE FRENCHCurricular Competencies – ElaborationsGrade 5

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

Comprehend: understand key information and events in stories

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using common statements and questions, as well as gestures (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Comment dit-on…?)

intonation and meaning: for example, recognizing whether someone is making a statement or asking a question and how it relates to their message; noticing and practising cadence of spoken French

modes of presentation: making use of those best suited to their own and others’ diverse abilities (e.g., digital, visual, and verbal modes; students may make use of aids such as charts, graphics, illustrations, music, organizers, photographs, tables, and videos)

First Peoples communities and the French language: for example, First Nations, Métis, and Inuit communities in Canada where French is spoken (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK)

CORE FRENCHContent – ElaborationsGrade 5

phonemes:

individual sounds for consonants and vowels, including diphthongs (e.g., au, eu, oi, ou, ui ) and nasal vowels (e.g., an, ain, en, im, on, un)

distinguishing similar phonemes (e.g., u versus ou, e versus eu, s versus z)

gender and number: introduction to:

masculine and feminine forms of words (gender) (e.g., the determiners le, la, un, une)

singular and plural forms of words (number) (e.g., the determiners un/une versus des, and le/la versus les)

questions: for example, Est-ce que…?; Où…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?

greetings and introductions: common expressions used in greetings, salutations, and getting to know others (e.g., Bonjour; Bon après-midi; Bonsoir; Comment ça va?; À plus tard; Bonne journée!)

information: common expressions used to share information about one another (e.g., Comment vas-tu?; Quel âge as-tu?; Je m’appelle…; J’ai ____ ans; Je suis…)

likes, dislikes, preferences, and interests: for example, J’aime…; J’adore…; Je n’aime pas…; Je déteste…; Je préfère…

descriptions: using descriptive words, such as numbers, colours, sizes, and words for other physical attributes

common elements of cultural festivals and celebrations: for example, activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports

communities where French is spoken: for example, les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, les Québécois; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK

Francophone cultural festival or celebration:

for example, le Carnaval de Québec, le Festival Acadien de Caraquet, le Festival de la francophonie de Victoria, le Festival du Voyageur, le Festival du Bois, Métis Fest

could include information about activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Area of Learning: CORE FRENCHGrade 6

BIG IDEAS

Listening and viewing with intent helps us understand French.

Using various strategies helps us understand and acquire language.

With simple French, we can describe others and their interests.

Reciprocal communication in French is possible using high-frequency vocabulary and sentence structures.

Stories help us to acquire language and understand the world around us.

Learning about Francophone communities helps us develop cultural awareness.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Begin to recognize the relationships between French letter patterns and pronunciation

Comprehend key information and some details in slow, clear speech and other simple texts

Comprehend simple stories

Use various strategies to support communication

Seek clarification of meaning

Recognize the relationships between intonation and meaning

Respond to questions, simple commands, and instructions

Exchange ideas and information using complete sentences, both orally and in writing

Express themselves and comprehend others through various modes of presentation

Personal and social awareness

Explore Francophone communities across Canada

Explore connections between First Peoples communities and the French language

Explore a Francophone cultural festival or celebration in Canada

Students are expected to know the following:

French phonemes

French letter patterns

common, high-frequency vocabulary and sentence structures for communicating meaning:

common questions

descriptions of people and items

hobbies and topics of interest

reasons for likes, dislikes, and preferences

common emotions and physical states

basic information about events

cultural aspects of communities

communities where French is spoken across Canada

a Francophone cultural festival or celebration in Canada

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 6

Reciprocal: involving back-and-forth participation

Stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

understand the world: exploring, for example, thoughts, feelings, knowledge, culture, and identity

CORE FRENCHCurricular Competencies – ElaborationsGrade 6

letter patterns and pronunciation: Begin to identify groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, and letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, -tion).

key information and some details: for example, answers to questions such as qui, qu’est-ce que, où, quand, pourquoi

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

Comprehend: understand key information and events in stories

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using common statements and questions, as well as gestures (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Comment dit-on…? )

intonation and meaning: for example, recognizing whether someone is making a statement or asking a question and how it relates to their message; noticing and practising cadence of spoken French

modes of presentation: making use of those best suited to their own and others’ diverse abilities (e.g., digital, visual, and verbal modes; students may make use of aids such as charts, graphics, illustrations, music, organizers, photographs, tables, and videos)

First Peoples communities and the French language: for example, First Nations, Métis, and Inuit communities in Canada where French is spoken (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK)

CORE FRENCHContent – ElaborationsGrade 6

phonemes:

individual sounds for consonants and vowels, including diphthongs (e.g., au, eu, oi, ou, ui ) and nasal vowels (e.g., an, ain, en, im, on, un)

distinguishing similar phonemes (e.g., u versus ou, e versus eu, s versus z)

letter patterns: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, and letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, -tion)

questions: for example, Est-ce que…?; Où…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?

descriptions: describing, for example, family, pets, friends, community members; objects in the classroom or in their backpack, desk, locker, home (e.g., Il/Elle/On est…; Il/Elle/On a…; Il/Elle/On aime…)

hobbies and topics of interest: for example, Je joue au/à la…; J’aime…

likes, dislikes, and preferences: for example, J’aime…parce que…; J’adore…parce que…; Je n’aime pas…parce que…; Je déteste…parce que…; Je préfère…parce que…

emotions and physical states: for example, Je suis triste; Je suis contente; J’ai mal à la tête; J’ai mal au dos

events: for example, in the form of posters or invitations, including information such as what the event is and where and when it will take place

cultural aspects: for example, activities, celebrations, clothing, First Peoples regalia, festivals, food, land, music, practices, protocol, traditions

communities where French is spoken:

for example, les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, les Québécois; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK

could include information about celebrations, festivals, food, geography, history, population, territory, traditions

Francophone cultural festival or celebration:

for example, le Carnaval de Québec, le Festival Acadien de Caraquet, le Festival de la francophonie de Victoria, le Festival du Voyageur, le Festival du Bois, Métis Fest

could include information about activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Area of Learning: CORE FRENCHGrade 7

BIG IDEAS

Listening and viewing with intent helps us increase our understanding of French.

Using various strategies helps us understand and acquire language.

With simple French, we can discuss our interests.

Reciprocal interactions are possible even with limited French.

Stories help us to acquire language and understand the world around us.

Deepening our knowledge of Francophone communities helps us develop cultural awareness.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Recognize the relationships between French letter patterns and pronunciation

Comprehend key information and supporting details in slow, clear speech and other simple texts

Comprehend simple stories

Use various strategies to support communication

Seek clarification of meaning

Use intonation and tone effectively to communicate meaning

Follow instructions to complete a task

Exchange ideas and information using complete sentences, both orally and in writing

Express themselves and comprehend others through various modes of presentation

Personal and social awareness

Explore and share information about Francophone communities across Canada and around the world

Explore and share information about connections between First Peoples communities and the French language

Describe cultural aspects of Francophone communities

Students are expected to know the following:

French letter patterns

common, high-frequency vocabulary and sentence structures for communicating meaning:

a variety of questions

descriptions of others

locations and directions

reasons for likes, dislikes, and preferences

simple comparisons

cultural aspects of communities

common elements of stories

communities where French is spoken across Canada

communities where French is spoken around the world

cultural aspects of Francophone communities

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 7

Reciprocal: involving back-and-forth participation

Stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

understand the world: exploring, for example, thoughts, feelings, knowledge, culture, and identity

CORE FRENCHCurricular Competencies – ElaborationsGrade 7

letter patterns and pronunciation: Identify groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, –tion), and silent letters.

key information and supporting details: answers to questions such as qui, qu’est-ce que, où, quand, combien, comment, pourquoi

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

Comprehend: understand key information and events in stories

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using a variety of statements and questions (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Peux-tu répéter?; Que veut dire…?; Comment dit-on…?; Comment écrit-on…?)

intonation and tone: for example, using question and statement intonation patterns, using tone to express different emotions, practising cadence of spoken French

modes of presentation: making use of those best suited to their own and others’ diverse abilities (e.g., digital, visual, and verbal modes; students may make use of aids such as charts, graphics, illustrations, music, organizers, photographs, tables, and videos)

First Peoples communities and the French language: for example, First Nations, Métis, and Inuit communities in Canada where French is spoken (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK)

CORE FRENCHContent – ElaborationsGrade 7

letter patterns: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, and letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, -tion)

questions: for example, Combien…?; Comment…?; Est-ce que…?; Où…?; Pourquoi…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?

descriptions: describing, for example, family members, Elders, friends, teachers, heroes, characters in texts (e.g., Mon père est enseignant. Il est grand. Il aime les chiens. Il joue au tennis.)

locations and directions:

for example, à gauche, au parc, sur la table

Students may also use gestures to enhance communication.

likes, dislikes, and preferences: for example, J’aime…parce que…; J’adore…parce que…; Je n’aime pas…parce que…; Je déteste…parce que…; Je préfère…parce que…

comparisons: for example, J’aime les pommes, mais je préfère les bananes; Elle joue au basketball, mais je joue au soccer

cultural aspects: for example, activities, celebrations, clothing, First Peoples regalia, festivals, food, land, music, practices, protocol, traditions

common elements of stories: place, characters, setting, plot

across Canada:

for example, les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, les Québécois; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK

could include information about celebrations, festivals, food, geography, history, population, territory, traditions

around the world: locations of some Francophone communities around the world (e.g., Belgium, France, Haiti, Morocco, Republic of Côte d’Ivoire, Senegal, Switzerland, Vietnam)

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Area of Learning: CORE FRENCHGrade 8

BIG IDEAS

Listening and viewing with intent supports our acquisition and understanding of French.

We can express ourselves and talk about the world around us in French.

With increasing fluency in French, we can participate more actively in reciprocal interactions.

We can share our experiences and perspective through stories. 

We can experience authentic Francophone cultures through creative works.

Our understanding of culture is influenced by the languages we speak and the communities with which we engage.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Recognize the relationships between French letter patterns and pronunciation

Comprehend key information and supporting details in texts

Use various strategies to support communication

Seek clarification of meaning

Exchange ideas and information using complete sentences, both orally and in writing

Comprehend and retell stories

Narrate simple stories

Personal and social awareness

Explore and share information about Francophone communities around the world

Explore and share information about connections between indigenous communities and the French language

Explore ways in which Francophone cultures are expressed through creative works

Describe cultural aspects of Francophone communities

Explore ways to engage in experiences with Francophone communities and people

Students are expected to know the following:

French letter patterns

common, high-frequency vocabulary and sentence structures for communication in past, present, and future time frames:

a variety of questions

time and frequency

descriptions of items, people, and personal interests

comparisons and contrasts

reasons for preferences, emotions, and physical states

beliefs and opinions

cultural aspects of communities

common elements of stories

Francophone communities around the world

cultural aspects of Francophone communities

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 8

reciprocal: involving back-and-forth participation

stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

creative works: works of artistic expression that represent the experience of the people from whose culture they are drawn (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre)

CORE FRENCHCurricular Competencies – ElaborationsGrade 8

letter patterns and pronunciation: Identify, predict, and pronounce groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, gn, -ille, -ment, oi, th, -tion, ui ), silent letters, les liaisons, and les élisions.

key information and supporting details: answers to questions such as qui, qu’est-ce que, où, quand, combien, comment, pourquoi

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using a variety of statements and questions (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Peux-tu répéter?; Que veut dire…?; Comment dit-on…?; Comment écrit-on…?)

Comprehend and retell: understand key information and events in oral and written stories and retell stories orally or in writing

Narrate: using common expressions of time to show logical progression

indigenous communities and the French language:

for example, First Nations, Métis, and Inuit communities where French is spoken, in Canada (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK); indigenous communities where French is spoken, around the world (e.g., communities in Gabonese Republic, Guiana, and Republic of Côte d’Ivoire)

Discussion could include the fact that First Peoples writers in Quebec, such as those from the Innu Nation, have used the French language through prose and poetry to bring attention to the negative effects of colonization on their families and communities.

ways to engage: for example, blogs, classroom and school visits (including virtual/online visits), clubs, concerts, courses, exchanges, festivals, films, pen-pal letters, magazines, newspapers, plays, social media and other online resources, stores/restaurants with service in French

CORE FRENCHContent – ElaborationsGrade 8

letter patterns: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, gn, -ille, -ment, oi, th, -tion, ui )

past, present, and future: Sentences change according to when events occur (i.e., a change in time frame requires a change in wording); for example, J’ai étudié pour mon test hier soir; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain.

questions: for example, Combien…?; Comment…?; Est-ce que…?; Où…?; Pourquoi…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?

time and frequency: for example, aujourd’hui, hier, demain, chaque jour, toujours, parfois, jamais

comparisons and contrasts: using expressions such as aussi, mais, plus que, aussi que, moins que (e.g., Sarah est plus jeune que Nicole)

preferences, emotions, and physical states: for example, Je préfère…parce que…; J’ai peur parce que…; Elle est fatiguée parce que…

beliefs and opinions: for example, À mon avis…; Je pense que…; Selon moi…

cultural aspects: for example, activities, celebrations, clothing, dance, First Peoples regalia, festivals, food, history, land, music, practices, protocol, rituals, traditions

common elements of stories: place, characters, setting, plot

around the world:

for example, Belgium, France, Haiti, Morocco, Republic of Côte d’Ivoire, Senegal, Switzerland, Vietnam

could include information about celebrations, festivals, food, geography, history, population, territory, traditions

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Area of Learning: CORE FRENCHGrade 9

BIG IDEAS

Listening and viewing with intent supports our acquisition and understanding of French.

We can have meaningful conversations in French about things that are important to us.

We can share our experiences and perspectives through stories. 

Francophone creative works are expressions of Francophone cultures.

Acquiring French provides opportunities to explore our own cultural identity from a new perspective.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Recognize the relationships between French letter patterns and pronunciation

Derive meaning from a variety of texts

Use a range of strategies to support communication

Seek clarification of meaning

Engage in conversations about familiar topics

Exchange ideas and information using complete sentences, both orally and in writing

Narrate stories

Personal and social awareness

Explore and share information about connections between indigenous communities and the French language

Explore ways in which Francophone cultures are expressed through creative works

Explore cultural practices and traditions in various Francophone regions, and their role in identity

Describe similarities and differences between their own cultural practices and traditions and those of Francophone communities in various regions

Explore the importance of story in personal, family, and community identity

Engage in experiences with Francophone communities and people

Students are expected to know the following:

French letter patterns

commonly used vocabulary and sentence structures for communication in past, present, and future time frames:

various types of questions

descriptions of items, people, places, and personal interests

comparisons and contrasts

sequences of events

simple needs

opinions about familiar topics

cultural aspects of communities

elements of common types of texts

common elements of stories

traditions and other cultural practices in various Francophone regions

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 9

stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

creative works: works of artistic expression that represent the experience of the people from whose culture they are drawn (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre)

CORE FRENCHCurricular Competencies – ElaborationsGrade 9

letter patterns and pronunciation: Identify, predict, and pronounce groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, gn, -ille, -ment, oi, th, -tion, ui), silent letters, les liaisons and les élisions.

Derive meaning: understand key elements, supporting details, time, place

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using a variety of statements and questions (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Peux-tu répéter?; Que veut dire…?; Comment dit-on…?; Comment écrit-on…?)

conversations: virtual, online, and/or face-to-face; with peers, teachers, and members of the wider community

familiar topics: can include personal, local, regional, national, and global topics of interest

Narrate: using common expressions of time and transitional words to show logical progression using past, present, and future time frames

indigenous communities and the French language:

for example, First Nations, Métis, and Inuit communities where French is spoken, in Canada (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK); indigenous communities where French is spoken, around the world (e.g., communities in Gabonese Republic, Guiana, and Republic of Côte d’Ivoire)

Discussion could include the fact that First Peoples writers in Quebec, such as those from the Innu Nation, have used the French language through prose and poetry to bring attention to the negative effects of colonization on their families and communities.

Describe similarities and differences: including the purpose of activities, celebrations, customs, holidays, and traditions

importance of story: Stories are an important way to seek and impart knowledge, beliefs, customs, perspectives, traditions, values, and worldviews. In doing so, they can share history and strengthen a sense of identity.

Engage: through, for example, blogs, classroom and school visits (including virtual/online visits), clubs, concerts, courses, exchanges, festivals, films, pen-pal letters, magazines, newspapers, plays, social media and other online resources, stores/restaurants with service in French

CORE FRENCHContent – ElaborationsGrade 9

letter patterns: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, gn, -ille, -ment, oi, th, -tion, ui )

past, present, and future: Students should know that sentences change according to when events occur (i.e., a change in time frame requires a change in wording); for example, J’ai étudié pour mon test hier soir; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain.

questions:

intonated questions (e.g., Tu as faim?)

Est-ce que questions (e.g., Est-ce que tu as faim?)

inversion questions (e.g., As-tu faim?)

questions using different interrogative words, (e.g., Comment…?; Où…?; Pourquoi…?)

comparisons and contrasts: using expressions such as aussi, mais, plus que, aussi que, moins que, plus de, autant de, moins de

sequences: using words that indicate sequence (e.g., premièrement, deuxièmement, après, ensuite, troisièmement, finalement)

cultural aspects: for example, activities, celebrations, clothing, dance, First Peoples regalia, festivals, food, history, land, music, practices, protocol, rituals, traditions

elements of common types of text: for example, format (letter versus email message), language, context, audience, register (formal versus informal), purpose

common elements of stories: for example, place, characters, setting, plot, problem and resolution

traditions and other cultural practices: relating to celebrations, holidays, festivals, and other events (e.g., Le Tour de France, Noël, le Mardi gras, le poisson d’avril, la St-Jean Baptiste) and the idiomatic use of language

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Area of Learning: CORE FRENCHGrade 10

BIG IDEAS

Listening and viewing with intent supports our acquisition and understanding of French.

Expressing ourselves and engaging in conversation in French involves courage, risk taking, and perseverance.

Acquiring a new language can shape our perspective and identity.

Cultural expression can take many different forms.

Acquiring French allows us to interact with the Francophone world.

Acquiring French allows us to explore diverse opportunities.

Learning Standards

Curricular Competencies

Content

Students are expected to be able to do the following:

Thinking and communicating

Explore and derive meaning from a variety of texts

Use a range of strategies to support communication

Seek clarification of meaning

Make word choices to convey meaning

Engage in conversations about familiar topics

Express themselves with increasing fluency, both orally and in writing

Narrate stories, both orally and in writing

Personal and social awareness

Explore regional variations in French

Explore Francophone cultural expression

Recognize connections between language and culture

Recognize that language and culture have been influenced by the interactions of First Peoples and Francophone communities in Canada

Explore the lives and contributions of Francophone Canadians

Explore the importance of story in personal, family, and community identity

Engage in experiences with Francophone communities and people

Students are expected to know the following:

commonly used vocabulary and sentence structures for communication in past, present, and future time frames:

various types of questions

sequences of events

degrees of likes and dislikes

hopes, dreams, desires, and ambitions

opinions about familiar topics

elements of a variety of types of texts

common elements of stories

idiomatic expressions from across la francophonie

lives of Francophone Canadians and their contributions to society

ethics of cultural appropriation and plagiarism

CORE FRENCHBig Ideas – ElaborationsGrade 10

Cultural expression: Forms of cultural expression represent the experience of the people from whose culture they are drawn; for example, customs, folklore, language use, traditions, ways of celebrating, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre).

opportunities: for example, educational, personal, professional, social, and travel opportunities

CORE FRENCHCurricular Competencies – ElaborationsGrade 10

derive meaning: comprehend key elements, supporting details, time, place

texts: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages).

strategies to support communication:

include strategies to comprehend and express meaning

will vary depending on the context and the individual student

for example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features

Seek clarification: using a variety of statements and questions (e.g., Je ne comprends pas; Répétez, s’il vous plaît; Répète, s’il te plaît; Peux-tu répéter?; Que veut dire…?; Comment dit-on…?; Comment écrit-on…?)

word choices: for example, nuances of different verb forms (e.g., J’avais peur versus J’ai eu peur), pronouns (on versus nous), word placement within a sentence (e.g., ma propre chambre versus ma chambre propre), words with close but not identical meanings (e.g., les chaussures versus les souliers; retourner versus revenir; sortir versus partir)

conversations: virtual, online, and/or face-to-face; with peers, teachers, and members of the wider community

familiar topics: can include personal, local, regional, national, and global topics of interest

Narrate: using common expressions of time and transitional words to show logical progression using past, present, and future time frames

stories: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories.

regional variations: for example, accents, idiomatic expressions, slang, other vocabulary

language and culture: as expressed through, for example, regional dialects, historical origins of words, idiomatic expressions, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, and theatre)

interactions of First Peoples and Francophone communities: for example:

the Michif language, which includes First Nations and French vocabulary and structures and expresses a distinctive Métis culture

Chinook Jargon, which was used for trading along the West Coast

the fact that First Peoples writers in Quebec, such as those from the Innu Nation, have used the French language through prose and poetry to bring attention to the negative effects of colonization on their families and communities

importance of story: Stories are an important way to seek and impart knowledge, beliefs, customs, perspectives, traditions, values, and worldviews. In doing so, they can share history and strengthen a sense of identity.

Engage: through, for example, blogs, classroom and school visits (including virtual/online visits), clubs, concerts, courses, exchanges, festivals, films, pen-pal letters, magazines, newspapers, plays, social media and other online resources, stores/restaurants with service in French

CORE FRENCHContent – ElaborationsGrade 10

past, present, and future: for example, J’ai étudié pour mon test hier soir; Il faisait des sports quand il était jeune; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain

questions: for example:

intonated questions (e.g., Tu as faim?)

Est-ce que questions (e.g., Est-ce que tu as faim?)

inversion questions (e.g., As-tu faim?)

questions using different interrogative words (e.g., Comment…?; Où…?; Pourquoi…?)

sequences: using words that indicate sequence (e.g., premièrement, en premier, tout d’abord, deuxièmement, après, ensuite, troisièmement, finalement, dernièrement, enfin)

likes and dislikes: for example, J’aime…; J’aime bien…; J’adore…; Je n’aime pas…; Je n’aime pas du tout…; Je déteste…

hopes, dreams, desires, and ambitions: for example, Je veux…; J’aimerais…; Je vais…; J’aurai…; Je finirai…

elements of a variety of types of text: for example, format (e.g., letter versus email message), language, context, audience, register (e.g., formal versus informal), purpose

common elements of stories: for example, place, characters, setting, plot, problem and resolution

idiomatic expressions: for example:

expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d’accord)

expressions from l’argot (e.g., jaser for bavarder)

other expressions (e.g., coûter les yeux de la tête, c’est dommage, un coup de foudre)

Francophone Canadians: including First Nations, Métis, and Inuit people; immigrants to Canada; and Canadians of diverse backgrounds

cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

March 2018www.curriculum.gov.bc.ca© Province of British Columbia•13